DGSRC 2009

Abstract Writing

James CorcoranSusan Aaron

Kirk Perris

Vandra’s advice

The following is an outline for a 100-word abstract:

• One sentence to situate your topic• One sentence to state the goal of research• One sentence to outline methodology/t.f.• One sentence to summarize findings

Literature review or Position paper

• Not everyone has original research to present

• An alternative outline –– One sentence for situating topic– One to two sentences stating contrasting

viewpoints/research– One to two sentences stating

implications/conclusions

Abstract writing tips

• Know your audience• Connect your topic to the conference theme• Be as clear and concise as possible• Follow abstract guidelines as outlined by

conference committee

Example # 1

• Much recent research has pointed to the need for a reconceptualization of the Native English-speaker and Non-native English-speaker labels in English language learning. This paper intends to review the literature on the subject with an eye to proposing a new framework for understanding this troublesome dichotomy. Using Bourdieu’s (1977) theory of symbolic capital, I argue for a new understanding of the NES-NNES dichotomy.

Example #2• L1 in the adult EFL classroom: Framing NNES teacher beliefs and practices• • While English Language Teaching (ELT) teacher practice of excluding or ignoring the L1 is

common practice in private, Brazilian ELT (Rajagopalan, 2005), research points to the benefits of both teachers and students using the L1 as an effective tool in the L2 learning process (Cummins, 2008; Ellis, 2006; Swain & Lapkin, 2000). This study explores the issue of why Brazilian NNES EFL teachers of adults include, exclude or ignore the L1 from all classroom practice (student/teacher use). This study ultimately makes connections between NNES teacher belief formation, pedagogical practice and the market demand surrounding L1/TL use. Two private EFL schools in Northeastern Brazil provide the sites for this concurrent mixed-methods research. Data collection and analysis is based on a triangulation of data approach (Creswell & Plano-Clark, 2007) where quantitative (online teacher and student questionnaires) techniques are complemented by qualitative (observations, semi-structured interviews, focus groups) ones. Parallel quantitative and qualitative data sets are analyzed independently, with integration at the interpretation stage.

• My paper presentation will discuss research findings including a comprehensive list of factors contributing to NNES teacher beliefs on L1/TL use, a contrast of stated beliefs and observed classroom practice, and teacher and student perceptions of demand for TL/L1 use in the adult classroom. This study responds to calls for further research into the area of teacher beliefs regarding the TL/L1 issue (Arnett and Turnbull, in press; Barcelos, 2006; Macaro, 2005) and adds to the growing body of literature on NNES teachers in private EFL institutions.

Conferences – Why bother?

• Find likeminded researchers• Broaden general and specific knowledge• Add to others’ general and specific knowledge• Establish legitimacy• Networking• Jobs??